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Faculty Engagement

NCCU faculty and staff are dedicated to setting an example for students. They are involved in research and community-based initiatives and serve in leadership roles in local and state organizations that directly impact the well-being of communities.   

Examples of faculty involvement in service learning are:

Dr. Seronda Robinson, an epidemiologist and assistant professor in the Department of Health Education, coordinates campus blood drives on behalf of the American Red Cross and has led a health and fitness campaign with the goal of fighting chronic diseases, such as diabetes, that strike minority communities in disproportionate numbers.

Dr. Kisha N. Daniels, principal investigator of the Center for Translational Health Equality Research Education, Research (CTHER) and Training Core and an associate professor of Education, and Cheresa Greene-Clemons, assistant professor of education. Fourteen students from the schools of education, nursing, public health, psychology, child development and foods and nutrition participate. This initiative is part of the “Healthy Children-Healthy World” project, developed through collaboration between CTHER, housed at the Julius Chambers Biomedical/Biotechnology Research Institute (BBRI), and the School of Education. 

The university provides a list of potential community partners that faculty can collaborate with for service learning opportunities:

Follow the link below to read more about how you can become more involved with students path toward engaged citizenship:

Faculty Advisors  

Student organizations are required to obtain approval for proposed one-time events.  As an advisor you will need to approve proposals for service activities, once approved by ACSLP you will need to register the one-time event and sign off on the community service time sheets.  Listed below are the links to the forms needed for the service activities:  

Current survey of service-learning courses at NCCU

  • Syllabi from all departments submitted after a request from all departments with known courses
  • Survey will identify quality service learning at NCCU, areas of strength and courses that can be improved to provide students with an outstanding learning experience

Creating Your Service-Learning Syllabus: Tips For Faculty

Quality service-learning combines theory with learning through instruction that creates active participation in service experiences, and structured time for reflection. Quality service-learning links the goals of the service experience(s) with course learning outcomes and provides students with an opportunity to use skills and knowledge in real-life situations.

Make sure your Service-Learning Course Includes the Following Elements:

  1. The title of the course should clearly identify the class as a service-learning course: Example - Literature and the Community: A Service-Learning Approach.
  2. The overview of the course should provide clear linkages between course learning outcomes and the goals of the service activity.
  3. The name and contact information of community partners should be listed in the syllabus or in an attachment distributed to students early in the semester.
  4. The number of expected hours students can earn when all activities are completed in an acceptable manner must to be clearly listed. The syllabus should also indicate how much service activities will count toward the student’s overall grade.
  5. The requirements for reflection should be spelled out in the syllabus.

From Learn and Serve America
Spring 2012

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North Carolina Central University
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